الأفكار اللاعقلانية للمراهق المتمدرس و أثرها على الدافع الإنجاز

Abstract

Study summary: The current study is only an attempt to verify the objectives represented in revealing the existence of a correlation between the irrational ideas of the schooled teenager and the achievement motivation for the secondary stage. The sample of the basic study consisted of 100 male and female students using the comprehensive survey method from “Zarrouk Al-Azhar” and "Zarrouk Boucherit” secondary school in Medea. Based on the following hypotheses of the study: Motivation for achievement is affected by irrational ideas of the schooled adolescent. Motivation for achievement is affected by irrational ideas according to gender. Influence of motivation to achieve irrational thoughts in adolescence. In order to confirm these hypotheses, this study adopted the descriptive approach to study the variables to achieve the objectives of the study, and then applied two tools, namely the measurement of irrational thoughts, consisting of 39 items and containing three tests, and the achievement motivation scale consisting of 24 structures and five tests, and after statistical treatment using the “SPSS” statistical program, the results showed There is a relationship between irrational ideas and achievement motivation, that is, the higher the achievement motivation scores, the lower the degree of irrational thinking and the absence of significant statistical differences between the sexes for both variables. The results of the third hypothesis revealed that there are statistically significant differences between the scientific and literary disciplines, and always in favor of the scientific specialization. irrational thoughts in adolescence. In order to confirm these hypotheses, this study adopted the descriptive approach to study the variables to achieve the objectives of the study, and then applied two tools, namely the measurement of irrational thoughts, consisting of 39 items and containing three tests, and the achievement motivation scale consisting of 24 structures and five tests, and after statistical treatment using the “SPSS” statistical program, the results showed There is a relationship between irrational ideas and achievement motivation, that is, the higher the achievement motivation scores, the lower the degree of irrational thinking and the absence of significant statistical differences between the sexes for both variables. The results of the third hypothesis revealed that there are statistically significant differences between the scientific and literary disciplines, and always in favor of the scientific specialization.